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Facilitating students’ emotional engagement in synchronous online learning: A systematic literature review
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Type
Article
Citation
Tu, Y., Wang, Q., & Huang, C. (2025). Facilitating students’ emotional engagement in synchronous online learning: A systematic literature review. The International Review of Research in Open and Distributed Learning, 26(1), 261–282. https://doi.org/10.19173/irrodl.v26i1.7732
Abstract
Learners’ emotional engagement in synchronous online learning (SOL) is critical for improving learning persistence and performance. Nevertheless, there is currently a lack of comprehensive and systematic reviews of emotional engagement in SOL. This review synthesizes the strategies to promote emotional engagement in SOL found in published empirical studies. A total of 32 articles were systematically analyzed by following the grounded theory approach. The primary themes were grouped into four categories: (a) instructor actions (e.g., interacting informally before and after class, encouraging the expression of ideas), (b) learner behaviors (e.g., building rapport with peers, recognizing individual accountability), (c) environment characteristics (e.g., creating a supportive atmosphere, selecting communication modes), and (d) activity design (e.g., using breakout rooms, embedding diverse elements). These findings offer comprehensive understanding and guidance for promoting emotional engagement in SOL for instructors, researchers, and course developers.
Date Issued
2025
Publisher
Athabasca University Press
Journal
The International Review of Research in Open and Distributed Learning
Description
The open access publication is available at https://doi.org/10.19173/irrodl.v26i1.7732
Project
OER 11/21 WQY
Grant ID
2022C03106
62337001
62037001
Funding Agency
Pioneer and Leading Goose R&D Program of Zhejiang
Ministry of Education, Singapore
National Natural Science Foundation of China